Accreditation practices for joint degree and short-term training programmes

This paper synthesises seven best practices for accreditation in joint degree and short-term training programmes, reflecting the experiences of European Digital Europe Programme (DEP) projects, as expressed in the context of the LEADSx2030 thematic sub-cluster. The work recognises the significant barriers caused by fragmented national and institutional regulatory frameworks and presents pragmatic solutions aimed at promoting innovation and quality in European higher education and lifelong learning. The seven good practices are mapped across three core dimensions: (1) Joint degree programme accreditation, (2) alternative forms of certification for emerging learning programmes, such as microcredentials and digital badges, and (3) system-level and national initiatives supporting more flexible recognition models. For joint programmes, the European Approach enables external quality assurance and mutual recognition by multiple countries, reducing administrative overhead. However, its partial or absent implementation at national levels means projects often must blend this with sequential, country-level accreditations - sometimes limiting joint awarding of degrees. Short term and modular learning, including microcredentials, is rising in importance. New methodologies for compliance assessment and peer-reviewed quality assurance, exemplified by the EURIDICE Microcredential Board, are enabling robust, light-weight certification for both academic and non-academic providers. Pilot efforts illustrate how these microcredentials can be aligned with EU recommendations while maintaining trust and educational autonomy. Likewise, industry-led ecosystems, such as Ireland’s Skillnet, are showcased for agile, real-time skilling responses and for integrating modular, stackable learning with recognised national quality frameworks. The paper identifies institutional accreditation systems (e.g., EQUIS) as foundational for cross-sector and cross-border permeability, supporting upskilling and future-proofing the workforce. Systemic recommendations include the need to accelerate the uptake of joint accreditation at the European level, expand mechanisms for mutual recognition of short courses and microcredentials, and build strong quality assurance that is transparent, scalable, and adaptable to emerging skill needs. In conclusion, the collective DEP project experience finds that a blend of European, national, and stakeholder-driven accreditation solutions is essential. These solutions should be supported by modular, interoperable learning pathways and a supranational quality assurance logic, enabling learners and institutions across Europe to benefit from flexible, high-quality education portfolios that serve both lifelong learning and labour market transformation.